Acorns Nursery School Ltd

What is it like to attend this early years setting?

Leaders, managers and staff have made positive changes since the last inspection to benefit children. They have better systems for ensuring they know what children need to learn next. Staff training helps teach children to manage feelings and emotions better. They use stories about a monster who changes colour with different feelings. Children tell adults what colour they are if they are unsure of the words to name their emotions. Staff share strategies with parents. Children receive consistent support and are better able to handle different feelings.

Babies have fantastic spaces to play and explore. Staff find out from parents what children's routines are. They offer support when children first start. Parents visit with children to see what goes on. Staff offer comfort when children are unsure about new situations. They talk sensitively with children, naming objects as children point to them. They make sure staff are available to help babies. For example, staff offer helping hands when children are learning to pull up to stand or want to try out their new walking skills.

Older children are well prepared for the move to school. Staff talk with parents and teachers to share information about the children. They organise visits for teachers to the nursery. Children also visit their new schools. All children including those with special educational needs and/or disabilities are confident for the next stage in their development.

What does the early years setting do well and what does it need to do better?

• Staff focus on children's communication and language. Staff working with babies use signs as well as words to help children interact with others. At snack time children use signs for 'more', 'please' and 'sorry' to let staff know what they want. Older children recognise letter sounds in their names. They learn that there are correct ways to say the letter sounds but explain that it does not sound the same way in their names. Children take turns in conversations. They listen to each other and learn new words expanding their vocabulary and understanding.
• Staff follow children's interests. They add resources and adapt activities to inspire learning and development. In pre-school, staff and children create a 'space station' role play because children are curious about outer space. Children use material shapes to build 'rockets'. They work collaboratively to fit the pieces together. They recall what they have learnt about the planets. They say Jupiter is their favourite because it has lots of different colours and moons. Other children collect pretend food for a space picnic. They tell staff they can have cakes as a treat. They talk about the lights in the room which make the ceiling look like it is full of stars. Children use their imaginations well and invent elaborate storylines for their play.
• Baby room staff provide plenty of activities. Staff know what children need to learn next. They use information from parents and what they see children do at the setting. Children are learning colours. Staff provide green spaghetti for children to explore. Staff offer describing words, saying the spaghetti is 'green', 'wriggly', 'sticky'. They ask questions and pose simple challenges. Staff narrate what they see children doing, talk quickly and ask many questions. Children do not have time to think or respond to staff.
• Children love stories. Staff turn this into a group time as they see more children want to listen. They bring in new learning as they read the story. They ask children to identify rhyming words, predict what might happen next and discuss the characters. However, as it is time for lunch staff do not have time to finish the story. Children are frustrated as they have to stop listening to wash hands when they want to hear the end of the story.
• Pre-school children solve problems. Staff set up an activity with several cubes of ice containing different objects frozen in them, some pipettes, and cups of hot and cold water. Staff ask, 'which will make the ice melt quickest, the hot or cold water?' Children make predictions, then test them out. Staff offer reminders about using words to ask for tools. Outdoors, children also have ice blocks that they want to break up. They find stones on the ground and use these successfully to split the blocks of ice. Children take pride in their achievements.

What the setting must and should do next

The provider should:

• improve the way staff organise group activities to help children learn well from the outset and give clear messages about what they need to do
• make sure all staff allow time for children to think and respond when they talk and interact with them.